Abstract
This paper analyzes the results obtained from the implementation of a teaching-learning sequence (SEA), Investigating Dragons about some epistemological concepts (hipothesis-law-theory) in a group of students of Secondary Education (ESO). The results were made through the analysis of students’ answers to some questions of the Questionnaire of Opinions of Science, Technology and Society (COCTS) that refer to those concepts, teacher’s diary and semi-structured interviews to some students after the completion of the activity. The results obtained show inadequate ideas about the taught concepts and their persistence in some cases, despite the explicit and reflective teaching thereof.
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